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Cooperative Learning English Intro for students
Transcript of Cooperative Learning English Intro for students
Jean Piaget's constructivism
David Kolb’s Learning circle
Lars Qvortrup's Learning taxonomi
Erik Prind's 3 Learning rooms
a MMD teaching model
where you (students)
according to certain
with a view to
You work in
Every single student is drawn into
the learning processes through carefully planned
traditional group work
You work on an
as well as a
: The individual constructs views and knowledge through cooperation and dialogue with others.
: We construct our understanding of the subject and the world around us by
our understanding with others.
The individual develops ideas through
and works in his/her
zone of proximal development
via his/her own
Each person must
his own understanding via
thought and language
by adding the new understanding to existing understanding
(Kagan & Stenlev p.174)
Situation: Class teaching
Cooperative learning is:
The learning concepts behind CL
My gain is your gain - if you do well I benefit.
You feel that the others need you - and you get feedback.
Each student is accountable for content and for sharing with the others.
Each student must be prepared to present what he/she learned in front of others.
Time and taking turns enables equal opportunity.
No one person takes all the time and the rest are passive.
25-50% active at the same time.
Participants are fully engaged.
First, define the overall academic goal of the activity.
Evaluate what domain the goal mainly belongs to:
Mastering knowledge and skills
How do you choose a structure?
Mastering knowledge and skills...
Knowledge sharing and
Communication skills (Vygotsky...)
6 domains of learning
Kagan, Spencer: Cooperative learning,
Kagan, Robertson and Kagan: Classbuilding,
Sahlberg, Pasi og Asko Leppilampi: Samarbejde om læring – en introduktion til cooperative learning, Akademisk Forlag.
Slavin, Robert: Cooperative Learning, Theory, research and Practice, Allan and Bacon,
Wendy Joliffe. Paul Chapman Publishing: ”Cooperative Learning in the Classroom – Putting it into practice”
What is CL?
Don't talk about it
- do it...!
What do you love and what do you hate about group work?
Mix-pair-share (a CL structure)
1. Turn to the person sitting next to you
2. Answer the question below
A talks for 1 minute
B talks for 1 minute
Share in class
Teacher is the most active
Very little time for each student to talk
Most passive recipients
Motivation for CL
Satisfaction of social needs = less noise
Mobilisation of strong students' resources
Engagement of the weaker through equal, stimulating dialogue
Training active and open listening
Formulation and demonstration of understanding
Good methods for recap and feedback
Positive experience of cooperation 2+2>5
> 200 hundred structures...
Try it out...
that'll show you ...! ;-)
So what is CL?
- first, let's zoom out a bit...
Introduction to Cooperative Learning (CL)
Teaching situations with and without CL
Basic CL principles
CL learning domains
Basic pedagogical principles of CL
People's behaviour is, to a large extent, governed by the situation they are in.
It is central in CL that we are aware of the situations we create for each student.
The CL structures create situations in which
is active in the learning process.
Physical learning environment
The cooperating partners must be
oriented towards each other
In CL the relative position of people signal that
cooperation is the norm
Then choose a structure from the scatter diagram (prikdiagrammet):
1. Read the below assignment
2. Discuss the assignment with your shoulder partner
3. Share your answers with the other pair in your team
Write down a couple of typical examples of learning activities from your own teaching.
Discuss which of the three domains they belong to:
Knowledge and skills
Structure and content
The structures make up the interaction modus of the lessons
The structures are neutral as to contents (empty)
They will constitute teaching when you have put contents into them
Contents + structure = learning activity
It can be combined with other pedagogical methods
The teacher's role in CL
Selecting the subject matter/content.
Thoroughly planning the CL exercises.
Estimating how much time is needed for each step in the structures and exercises.
Getting the you started and guiding you through the structures.
Choosing how to sum up and conclude.
Mixed teams according to:
All 4 principles are present in a CL structure!
understanding, interpreting and evaluating
creation of something new or combining the known in new ways
meta-thinking, taking a stand on the correlation between yourself, the subject and the learning processes
Creates a team spirit.
You are mixed and meets new faces.
Practices good attitude.
Getting up from the chair: Energizer!
Should be done often...
To introduce a new subject
As energizers & inspiration during an ongoing process.
To mark the end of a project.
Reflexion in the team about the cooperation.
Joint round of appraisal.
f.eks. team-navne, team-maskot, min tidslinie, fire på stribe m.fl...
Social skills are learned by practice!
Mastering knowledge and skills
Processes to acquire "high consensus" knowledge, e.g.
Maths, Newton's laws, HTML, design history.
Repeated mental or physical action with a view to mastering skills in an effortless and advanced manner e.g.
Programming, drawing, doing photo shop.
1. Pair up with your shoulder partners
2. In each pair, Partner A (taking notes) interviews Partner B
3. Swop roles
4. Round Robin/Ordet rundt: Take turns telling the whole team what you learned from your partner
5. Make notes of the team's ideas
Where in your daily teaching could you use CL structures?
Create an inner and an outer circle, so that everyone faces a partner.
Use short voices.
The partner in the inner circle presents his thoughts and answers to the question below-
The partner in the outer circle replies and presents his thoughts and answers to the question -
Outer circle move one place to the left.
Repeat from 3 - this time the outer circle begins
What are the greatest challenges in your daily teaching?
CL and motivation
Learning is best at emotional motivation
In the traditional classroom the emotional engagement depends on the student's interest in the subject taught.
In CL the emotional engagement comes primarily by the social cooperation in the structures.
It is stimulating to be "on" so much, to be heard and get feedback currently.
The structures ensure variation and dynamics in the interaction - it's fun to take part.
1. Gå rundt imellem hinanden og find en tilfældig partner
2. Partner A stiller sit spørgsmål
3. Partner B svarer
4. B spørger og A svarer
5. Byt kort når begge har svaret
6. Find en ny partner og gentag fra trin 2
CL wont take care
- up to 50%
Differentiation of teaching
The many intelligences
Be explicit to the students about CL.
Explain the purpose of CL and the individual exercises.
3 for tea
Team member 1 (who?) stays at his table as a host.
The three others spread out to each their different host.
All the hosts present their team's notes to their guests.
The guests take notes and return to their teams.
All teams do "Round Robin" (Ordet Rundt) presenting the new ideas/knowledge from the other teams.
Pick the best ideas from the presentations, reformulate them to concrete assignments and choose an appropriate CL structure from the scatter diagram.
1. Each of you think about the assignment and take notes for 10 min.
2. Discuss the ideas with your shoulder partner.
3. Share the best ideas with your team.
4. Sum up the best ideas in plenum with the class.
Thank you! :)
Forslag til strukturer
mix par svar
rejse for en
giv en få en
Try out 3 structures in your classes, bring your comments/experience with you on 13 March!